Repository Universitas Negeri Manado: Consumption Behavior of Economics Education Students Faculty of Economics, State University of Manado

Allen, Consumption Behavior of ^Economics Education Students... 250

Classic Assumption Test Results Normolity test

Table. One-Sample Kolmogorov-Smirnov Test

Financiai Literacy

Social Environment

Factor

Student Consumfiion

Behavior

!{

!{ormalParametersu Mean

Std. Deviation

VlostExkeme

^Absolute

)ifferences

positive

Negative Kolmogorov-Smimov Z Asymp. Sis. _{2-tailed)

67 43.3737 5.131 l2

.107

, 10?

-.106 .872 .432

1 5.8358 2.37153 .158 .099 -.168 1.371 .045

6 ⁶¹

38.447t 5.8602(

.12(

.ta2 -.t?,(

1.03r .23(

a.

^Test

distribution

is Normal.

Kolmogorov-Smirnov test results using the rule valuer If the value of sig > 0.05, then the data is normally disfributed, and

if

the sig value < 0.05, then the data is

not

abnormal

distribution. Under

these

conditions, the test results in Table 4 indicate that

the

distribution

test is normal.

Narmal P-P Plat ofREgrer8lon StEndirdlrFd Resldual

DependentYariable: Student Consumption Behavior

Qhsart.d Cum Prcb

Gambar 1- Normal P-P Plot

Similarly in the

Normal P-P Plot results. The

normality

assumption is

that

the residual regression model is

normally

distributed. Normally

distributed criteria

or not,

with

the 'Normal P-P

Plot

approach can be seen from the

distribution

of the points in the picture beside. From the

distribution

of the points in the figure above,

it

shows that the dots are scattered close

or

close

in

a straight

line

[diagonal], ^meaning that the residual data is normally distributed.

Linearity Test

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Pendidikan

Bisnis ^&

Manajemen

JPBNfi

Editorial Team

Editor in Chief

1.

Yuli Aoustina, (Scopus lDl. 572A7259127) Department of Management, Faculty of Economics, Universitas Negeri Malang, Indonesia

Editorial Board

1.

^Adelaia Ayotunde, (scopus ID: 57203168269) College of Business, Universiti Utara Malaysia, Malaysia

2.

Weninq Patmi Rahayu, (scopus lD:57L94240184) Departmentof Management, Faculty of Economics, Universitas Negeri Malang, Indonesia

3.

^Nadia A. A. Abdelwahed, (Scopus lD: 572A5622735) Department of Business Management, Imam ,Abdulrahman Bin Faisal University, Saudi Arabia

4,

^{Darma Rika} Swaramarinda, (Scopus ID: 57200341311) Faculty of Economics, Universitas Negeri Jakarta, Indonesia

5.

Madziatul Churivah, Department of Management, Faculty of Economics, Universitas Negeri Malang, Indonesia

6.

^Intan Marfarrina Binti Omar, Faculty of Education, University of Malaya, Malaysia

7.

^{Risma Niswatv, (Scopus ID:} 57188842891) ^Faculty of Social Science, Universitas Negeri Makassar, Indonesia

8.

Aouno Winarno, (Scopus lD: 57207773869) Department of Management, Faculty of Economics, Univercitas Negeri Malang, Indonesia

9.

^{Baous Shandv NarmadWa, (Scopus ID:} 57194286237) Faculty of Economics, Universitas Negeri Malang, Indonesia

10. Sutrisno Sutrisno, Department of Management, Faculty of Economics, Universitas Negeri Malang, Indonesia

Assistant Editor

Andi Basuki, Departemen of Management, Faculty of Economics, Universitas Negeri Malang, Indonesia, Indonesia

Buyunq Adi Dharma, Departemen of Management, Faculty of Economics, Universitas Negeri Malang, Indonesia, Indonesia

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VOL _3, NO.3, NOVEMBER zaLT

Table of Contents Articles

Cover Sep 2017 admin admin

Effect of ^Student Participation in Business Center- Parent's Role- and Self-Efficiency to Entrepreneurship Intention Students of SMK Andani Apriliana, Ery Tri Djatrnika

Effect of Leaming Achievement of the Eye of Productive Training- Prakerin Experience. and Interests in Student Readiness Entering the World of Work

Dita Nnr Fatzah, Aniek Indrawati

Effect of Learning Motivation, Family Factor. School Factor, and Community Factor on Student Learning Outcomes ^on Productive Subjects

Oktaviani Pratiwi Wijaya, Imam Bukhori

Improving Student Learning Outcomes Marketing Strategy Lesson

By

Applying SFAE Learninq Model

Winda Nur Rohmawati, Suwarni Suwarni

Improving Student Learning Outcomes With a Staffing Administration Module Based Guided Inquir.v In Basic Competencies Suggested Leave Regulations

Dwi Novita Sari,I Nyoman Supufa, Amin Chasanah

The Effect of Family and School Cultural Environment Through Self Efficac], on Student Learning Result

Ely Rizky Amaliyah, Heri Pratikto

Education Analysis and Entrepreneurship Training For Micro. Sma1l and Medium Enterprises (SMEs) in Sentra Temrn Ikat Lamongan Regency

Sulistyo Sulistyo, Sholikhan Sholikhan, Sri Rahayuningsih

Consumption Behavior of Economics Education Students Faculty

of

Economics" State Universitv of Manado

Allen A. Ch. Manongko, Henry J.D. Tamboto, Sophia Pongoh, Sjeddie Rianne Watung

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192- 242

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LZL-

234

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Consumption Behavior of Economics Education Students Faculty of Economics, State University of Manado

AIIen A. Ch.

Manongko Henry|.D, Tamboto

Sophia Pongoh Sieddie Rianne

Watung

Faculty of Economics, State University of Manado Email: all em.a,ch@gmail.com

Ahstract

This

study

aims

to

determine

the

influence

of

financial

literacy

and social environmental factors on consumption behaviour

of

Economics Faculty

of

Economics students

of

Manado State University. The design

of this

study using

the

quantitative approach

with

survey method, with the number of samples is 67 students as respondents

through proportionate stratifled random

sampling.

The

research

instrument

used questionnaire

with a Likert

scale

which then

tested

the validity

and

reliability.

Data analysis techniques include 1J Descriptive analysis;

2l

Classical assumption test, and 3)

Multiple linear

regression analysis.

The results showed:

1J.

There is a

significant influence on financial literacy and student consumption behaviour,

with

the influence

of

financial literacy on student consumption behaviour of 54.48/o; 2J. There is a significant influence on social environment factor

with

student consumption behaviour,

with

the influence of social environment factor to student consumption behaviour equal to37,Ss/s;

and

3].

There is

the

influence

of

variable

of

financial

literacy

and social environment factor

to

student consumption behaviour variable

with

a

contribution

equal

to

78.60/o.

Conclusion,

partially or

simultaneously

financial literacy and social

environmental factors have a significant effect on the consumption behaviour of students of Economics Education Faculty of Economics, State University of Manado.

Keywords:

Consumption behaviour, flnancial literacy, social environment, students

The

development

of

science,

technologr and informatics, has provided

significant positive changes in human life but also gives a negative influence

with

the shift of norms and values

in the midst of

society. The existence

of

these developments,

in terms of economics, provides acceleration for individuals in working, accessing

and communicating. However,

it

must be remembered that

in

order to use it, the individual must remove sometling from his possessions. Ease gained from the above developments, the impact of increasing the expenditure fconsumption] ^{of a person's income.}

Consumptive behaviour becomes fundamental in the

current

era of globalization.

Sumartono

[2002J

^indicates

that

consumers behave consumptively because

of

the

following:

Purchasing products

for

the

lure

of prizes; Buying the product because the packaging is attractive; Buy products

for

the sake of maintaining self-appearance and prestige; Buying products on price considerations (not on the basis of benefits or usesJ;

Buying products just _keeps a status symbol; Use the product because of the conformity to the model that advertises; and The emergence of an assessment that buying a product at an expensive price

will

generate a high degree of confidence; and Trying more than

two

similar ^products.

235

Allen, Consumption Behovior of Economics Education Students...

2M

Students as

part

of the community, not separated

from

a number of consumption activities. Even many among students

there is

a

tendenry to

consume

irrational

and consumptive.

A number of opinion research results indicate that the trend of

consumption

patterns of

students less understanding

of the

concept

of

economics, finance, savlngs,

and investmenl This is illusfrated by inappropriate

consumption decisions.

Attention

and awareness of the value and benefits of consumption have

not

become

importanl

More considerable is the social environment and lifestyle factors.

Academically, students are processed through learning in accordance

with

learning outcome. The success of the learning process can be shown from the

ability

of students

in

understanding, addressing and implementing a number of concepts or studies

in

his life both personally _and environmentally. In addition, flre

ability

of students in adjusting to the

life

of the campus is the key to success to achieve success undergraduate degree.

Student behaviour can be described through the pattern of

thinking

and lifestyle.

The existence

of thinking

patterns can be translated

into the

views

or

perceptions

of

students

in

response

to

situations

and

conditions

that require

problem-solving. And lifestyles are often

linked

as lifestyles, looks, and trends,

which

are

ultimately tied

to consumptive culture.

In the understanding of consumptive, often related aspects of behaviour that in the economic concept has a negative tendenry, meaning

that

consume something

will

be affected

by

income. As Kelmes explains

that

consumption

is

influenced

by

disposable income, meaning

that if

disposable income rises

then

consumption also rises.

It

^gives

support

to

consumptive behaviour, which ultimately leads

to

the idea of consumerism.

Consumerism is a consumption behaviour that is not directed, sometimes just

following

the prestige, uncontrolled, and just follow the trend.

Soegito [1996) in Parma {2007)

^argues

that the consumption behaviour of

Indonesian society is excessive compared to the peoples of SoutheastAsia. This situation is seen

from

the

low

level of savings of Indonesian people compared to other countries such as Malaysia, the Philippines, and Singapore. This proves that the Indonesian people prefer

to

use the money

to

meet

unimportant

needs or

live in

a

world

of consumerism

that is a

necessary

condition for the continuity of

status

and

lifestyle. Consumptive behaviour is also understood as consumerism because people tend to search for and buy

items that are

considered

the latest output but are not really

needed. Conscious consumerism has become a culture and leads to a social disease that has the potential to create

an individualistic

and

materialistic

society, even leading

to

hedonism. This is marked

bythe

existence of a group of people who actively consume luxury products as a

prestige and honour just as the

fulfilment

of desire.

In interpreting the

existence of students as the intellect, a number

of

ideas have clearly explained

thatthe

economic concept is directed so that every individual can

think economically about every behaviour or action. Engel, reveals that

consumptive behavioural actions

are the

actions

of individuals who are direcfly involved in

the business of

obtaining

using and determining goods and services economically including decision-making processes.

In behaving economically,

itis

often a measure for each individual

ishowto

manage finances. Managing finances is not an easy

thing

because

it

is unaware t}tat a number

of

existing phenomena show many individuals including students who are unable to apply

245

^Juraal Pendidikan Bisnis dan Marnjemen, Volume 3, Nomor 3, November 2017,Halananz43 - 258

financial knowledge in

their

lives, Financial knowledge

or

often referred

to

as flnancial literacy is a conceptthat describes how a person is able to competently apply knowledge of flnance in meeting the needs and savings. Aaron and Isa [2009J find that the

majority

of Malaysian students have a low financial iiteracy, and this may lead to improving focus on the day-to-day financial decisions. Orton (2007) made

it

clear that financial literacy is an integral part of one's life because financial

literary

is a useful tool for making informed financial decisions,

butfrom

experience in

manycountriesstill

showrelativelyless. Byrne t2007) ^also found

thatlowfinancial

knowledge

will

lead to false financial plans, and cause biases in welfare achievement in the unproductive age.

Consumption behaviour is related to the individual's decision to buy or spend his income

to

earn something, The buying decision

in

the concept of consumer behaviour explains

that

decisions are influenced by customer trust, attitude and values, as

well

as various factors in the customer's social

enyironmenl

Similarly, in the decision process

of

choosing goods or services is influenced by external factors and internal consumers.

The shift in consumer behaviour especially students is often caused by the adoption of new values

that

are positive or negative. The impact on most students regardless

of

parental income. The gfobal lifestyle is reflected in the pattern of consumption behaviour concerning the number of goods and services needed. For the present

in

purchasing an item, students

who

are teenagers

in

the age category tend not

to

ask

for

consideration from parents but they are more confident in their social friends. This kind of situation has become the

habit

of the students even

if

they have

not

earned

their

own income. The tendency leads

to

less effective consumption, ie consumption behaviour that no longer considers

the

economic condition

of their

^parents,

but they

are more

likely to follow

fashion and trend, as well as the influence of television advertising and friends. Nowadays

it

is not a few encountered adolescent-style life hunt satisfaction and personal pleasure

without

regard to the economic condition of their parents who are looking for money for

living

expenses.

In their minds only

embedded pleasure and satisfaction, as

well

as

glamour lifestyle. Currently, there is a tendency

to

behave

like

the above consumption, while the economic conditions of parents are notpossible to provide facilities to meetthe needs of excessive. Some even impose the

will

by using

tuition

to buy something because

of

prestige and

to

pursue satisfaction,

when in

fact

the

goods

are not

needed. This condition is often found

in

Economics Faculty

of

Economics students

of

Manado State University.

Based on the above explanations and considerations, this study specificaliy aims to determine and analyze the influence of financial

literary

and social environmental factors on consumption behaviour of students Economics Education Faculty of Economics, State University of Manado.

Consumptive

behaviour

Consumption is an expense for the purchase of final goods and services

in

order

to

obtain satisfaction

or fulfil their

needs. Consumption has a broad sense of tJre end goods and services needed to meethuman needs. Goods and end services in question are goods and services thatare readyto be consumed by consumers. Consumer goods consist

of

consumable consumables and

which

can

be

used

more tlan

once [Samuelson &

Nordhaus [1996J; Nopirin _[1993J.

Allen, Cansumption Behovior of Economics Educotion Students... ²⁴⁶

To obtain, use or consume goods or services, every individual or society must issue something

in

some

formulation

derived

from

income

[either

^permanent

or

temporary incomeJ. Dusenberry in Reksoprayitno [2000J ^argues that the consumption expenditure of a society is determined by the high income

it

has evef achieved. Revenue is reduced, consumers

will

not reduce much of

their

spending on consumption. To maintain a high level of consumption, forced

to

reduce the amount of saving.

If

income increases, then

their

consumption

will

also increase,

but

not too large increase. While saving

will

grow big by rapidly. This fact continues

to

meet the highest level of income we achieve. The point of consumption is always determined by income.

Nevertheless,

today's rational

consumption patterns

are

beginning

to shift

as

technology develops

into irrational

consumption

patterns. In the

economic theory described

a

person

in

achieving

his

goal

must

always

act rationally

and

then

make decisions consistentwith thatgoal.

Irational

in question is an action in spendingrevenue

to

get goods or services

that

have not become a necessity. The

irrational

consumption pattern has moved into a consumptive pattern that gradually became a culture, resulting in the concept and understanding of consumerism.

Marcuse

in Storey [2006]

^develops

several arguments about

consumption, indicating that consumerism aims to encourage false needs, which work ^as social controls (eg: People recognize themselves

in their

commodities,

they flnd their

souls

in

cars, devices hi-fi, luxury homes, beauty supplies and so on].

Consumption behaviour is a process and

activity

of individuals or groups related to the search, selection, purchase, use, and evaluation

ofproducts

^and services

in

order to meet the needs and desires. Simply

pu!

consumer behaviour is an act that is

directly involved in

obtaining, using and consuming

the producl

Viewed

from the

economic activities

of

consumer behaviour

is divided into rational

and

irrational

consumption behaviour,

In its

developmen! today's consumption behaviour shows a

fairly

dynamic shift that leads to irrationality. This is reflected in the phenomenon and tendenry to direct

the current

society

to

consumptive behaviour. Where

buying

behaviour

is no

longer based on value or rational use buthas led to consuming something indefinitely where the

individual is more

concerned

with the factors of desire than the

needs

and

is characterized

bythe

existence of luxury and excessive life.

In the theory of

consumer behaviour,

utility

and satisfaction are

important in

explaining the concept of modern economy. Both terms are related to the value of use and satisfaction obtained

by

someone

from

consuming goods fSukirno, ^2006J. There are basically

two

approaches used

to

explain consumer behaviour, namely the approach

of marginal utility and indifference

approach.

In some

assumptions

about

consumer behaviour associated

with

the theory of value use, the satisfaction obtained by a person in consuming a certain itern. The higher the satisfaction obtained in consuming a certain item, the higher the useful value of the goods. Associated

with

the

law

of demand,

if

the

price of

a good rose

then

cateris paribus

the

number

of

consumers demanded on the goods

will

fall, and vice versa if the price is down then the amount demanded consumers

will

rise.

However, the shift in consumption value to consumptive is an irrational act caused

by discontent and difference in decision making.

Consumptive

behaviour is

^one

behaviour

that

can

not

be separated

from the

daily

life

of society. Enrico, et

al

_[2014J argues

that the

emergence

of

consumptive behaviour

knows no

national borders, in

247

Jurnal Pendidikan Bisnis dan Manajemen, Yolurne 3, Nomor 3, NovembEr 2017, Halaman 243

'258

which

Indonesia

is

included.

The facts show that most

Indonesian people behave consumptively and love new goods, and are

willing

to spend some

oftheir

income to buy new products that are a

trend

fPratama, 2073).

Various factors are the cause of the consumptive behaviour. Sumartono (2002J, revealed

thatthe

emergence of consumptive behaviour especiallyamong students caused

by two things: internal factors are indicated through motivation,

self-esteem,

observation, learning

process,

personality and self-concep! and external

factors indicated by culture, social class, social groups and references and family.

In the

concept

of

consumer behaviour,

Kotler and Armstrong

_GAOT)

explain that

consumer

buying

behaviour

is strongly

influenced

by cultural,

social, personal, and psychological characteristics. Mangkunegara [2008J

said

consumer behaviour

is

the actions undertaken

by individuals,

groups

or

organizations

related to the

decision- making process in obtaining using goods or seryices economically that can be influenced by the environment Consumer behaviour concerns the decisions taken by ^a person in his competition and the determination to obtain and use goods and services. Consumers take a

lot

of buying decisions every day, Most large corporations examine consumer buying decisions in great detail to answer questions about what consumers buy, where they buy,

how and how much they buy, and why they buy.

Manufacturers

can learn what

consumers buy to find answers to questions about what they buy, where and how much, but to learn about the reasons

for

consumer behaviour is not easy, the answer is often hidden deep in the minds of consumers. Factors that affectwhy ^a person buys a product is to meet his needs and wants.

Financial Literacy

Some opinions are expressed about financial

Iiterary.

Lusardi

&

Mitchaell _{20071 defines financial

literary

^as the financial larowledge thathas a goal to achieve prosperity.

Orton (2007) made

it

clear that financial literacy is an integral part of one's life because

flnancial literacy is a

useful

tool for making informed financial

decisions,

but

from experience in many countries

still

show relatively less. According to the OECD, financial literacy is defined as the knowledge and understanding of financial concepts, abilities, motivaUons and beliefs

in

applying some organized knowledge and understanding

in

making effective decisions on t}re sphere of financial contexts

to

improve the financial welfare

of

communities and

individuals

and enable

it to

participate

in

economic life, According to Huston (?,010), financial literacy is a part of the human capital that can be used

in

flnancial activities

to

^increase

the

expected

lifetime

benefits

of

consumption.

According to the Financial Services

Authority,

financial literacy is defined as a series

of

processes

or

activities

to

improve the knowledge, competence, skills of the consumers and the wider community so

thatthey

are able to better manage their finances (Financial Services

Authority

2A14). Chen and Volpe [1998J emphasized flnancial literacy on the

ability to

understand basic concepts

of

economics and finance,

to how to

apply them

appropriately.

Financial

Literacy by

Chen

and Volpe

_[L998J

is

described

in

several aspects, namely general knowledge, savings, insurance and investments

in

accordance

with the

management

of

personal finances. Kharchenko [2011J ^states

that

financial

literacy is a

necessary

numerical skill and an

understanding

of the

basic economic concepts needed to educate in the decision to store and

borrow

There are several

key

elements

of skill

and knowledge

of

financial

literacy,

By Oseifuah

[20L0]

^and Wise [20L3J ^suggests

that

Mathematical knowledge and standard

Allen, Consumption Behavior af Econamics Education Students.'. 248

knowledge such as basic numerals and the

abilityto

understand; Financial understanding

of the nature and form of

money,

how money is used and the

consequences

of

consumption decisions; Financial competencies such ^as understanding the key features of basic financial services, attifudes in using money and savings, understanding financial records and realizing the importance of reading and maintaining them; Be aware of the risks associated

with

flnancial products, and understand the relationship between

risk

and income; and Financial responsibility, namely the ability to make informed decisions about financial issues, knowing the rights and responsibilities of consumers, the ability, and the

trust

^{to seek} help when something goes wrong.

Social

environmental factors

One ofthe factorsthatinfluence consumerbehaviour isthe social environment The social environment

is

related

to &e

influence

of others on

consumers

in tle

consumption situation _fBelk, L975). Fatchur Rohman [2008J argues that consumers can relate directly

to

others doing activities. The social environment consists

of

reference groups, family roles and social statusJ. The enyironmentin which individuals

interact

The environment has several aspects such as social attifudes, psychological attifude, spiritual attitude and so

forth

_fBintarto & Surastopo, 1991). The influence of the social environmentis not only

from the family but

^also

from the

neighbourhood because around

the

^place

of

social interaction occurs between students andthe people around him. The social environment has a positive effect on consumption behaviour. This implies that high-low influence

of

the family environment, residence environment, and existence in the group

will

affect the

pattern of

consumption behaviour. The highest

contribution of

social environmental

indicators is ^group

existence,

while the lowest contribution of social

environment

indicator is the

residence

environment

Thus,

the environment in which a

person

interacts also

influences

consumption behaviour that occurs among students

and students.

Hypothesis

The hypothesis in this research is 1). Partially, financial literacy and social environmental factors, have an influence on consumption behaviour of Economics Education Students Faculty of Economics, State University of Manado. ^21. Simultaneously, flnancial literacy and social environment factors, have

an

influence

on the

consumption behaviour

of

students of Economic Education Faculty of Economics, State University of Manado.

METHODS

The design of this research using the quantitative approach with swvey method which ^aims to

find out how much flnancial literacy and social environmental factors affect

^the consumption

behaviour of

economic education sfudents Faculty

of

Economics, State

University of

Manado

well.

The

population in this study is all

students

majoring

in economic education

with a

concentration

in

active accounting education _fenrolledJ academic year 2076/2017 semester of 140 students [4 ^classesJ. With the total sample is 67 students as respondents through proportionate stratified random sampling.

The research variables include: independent variables are: financial

literacy

^(X1J.

Financial literacy is defined as knowledge and understanding of financial concepts in an

effort to

achieve prosperity. Indicators

of

financial

literacy

are: general knowledge

of

finance, savings, insurance and investment Social environmental factors _[XZ), deflned as

249

Jurnal Pendidikan Bisnis dan Manajgfirrr, Volume 3, Nomor 3, November 2017, Halaman 243 - 258

individual places fstudentsJ interact that provide value. Indicator: social class, reference

group, and family. Dependent variable tYl is ^student consumption

behaviour.

Consumption behaviour is a tendenry to consume goods or services in excess or no

limit

and more concerned

with

the desire factor than the needs. Indicators:

fulfilment

of needs according to intensity, application of economic principles in consumption, consumption motives,

priority

scale in consumption, and selective in consumption.

The research instrument used questionnaires,

with

a

list

of closed questions and statements. Measurement

scale using Likert scale (with 5 alternative

answersJ.

Instrument testing with validity and reliability test

_ISPSS

16 program

applicationJ.

Validity test by comparing correlation index of product moment person with

5%

significance level

with

a critical value, considered valid if the significant value of

t

_{fsig tJ} from Pearson correlation results in less than 0.05 fSugiyono, 2007). Test

reliability

using alpha Cronbach. Expressed reliably if the value of 111 > 0.6 and if the value of 111 < 0.6 otherwise

notreliable

[Sugiyono,2013).Thetestresults ^of

validityandreliability,

^shown

as follows:

Test results validity

The result of validity test on 25 items obtained the range ^{of values} is 0.275 up to 0.775, the result is greater than the critical value of 0.244,with the sig. <0.05. This means that the entire item meets the valid requirements.

Reliab il ity ^tes t r esults

Reliability test results show that the three variables have a value of Ca > 0.6,

with

the acquisition of X1 = 0.720; X2 = 0.862; and Y = ^{O.763, meaning the} three variables ^are reliable.

Data Analysis Technique

Data analysis techniques include: 1J Descriptive analysis includes: mean and standard deviation; 2J Test requirements, and 3J Multiple linear regression analysis,

RESULT AND DISCUSSION Descriptive Statistics Rezults

Table 1. Descriptive Statistics

Mean Std. Dwiation N

Jtudent Consumption Behavior iinancial Lituacy

Jocial Envirsnment Factor

38.447E 43.3731 15.835t

5.8602C 5.131 1i 2.37153

6 6 5

25t

Jurnal Pendidikan Bisnis dan Manajemen, Volume 3, Nomor 3, November 2017, Halaman 243 - 258

This

linearity

test using Compare Means test

from

SPSS version 15 for windows. Based on the analysis that has been done,

it

is known

that

the value of F is 122.563

with

the sig.

0.000a. Thus,

it is

concluded

that

independent variables simultaneously choose linear relationships.

M u lti c o llin e

oritlt

T e

st

Table 3. Coefficientsa

Model

Collinearity Statisti cs Tolerance VIF Financial Literacy

Sooial Environment Factor

.242

.242

4.121 4.12t

a. D ependent Variabel: Stu dent Consumption Behavior

Multicollinearity test results (output SPSS 16J, in Collinearity Statistics column. As the

criterion

not the occurrence of

multicollinearity

VIF value <10. Based on the results obtained,

indicating that the VIF value for the financial literacy variable and

social environment factor is 4.128,

with

a tolerance of each variable Ls 0.242, indicating that the VIF value <10,

it

can be concluded that

multicollinearity

occurs in the three independent variables.

Autocorrelation Test

Table 4. Mod of Summa

Model Durbin-Watson

I 2.327'.

a.

Predictorsl fConstant], ^Social Environment Factors, Financial Literacy

b.

Dependent Variabel Shrdent Consumption Behavior

Test autocorrelation can be seen

in table

Model Summary

in

column Durbin- Watson. The Durbin-Watson _IDVVI

resultis

2,327,

meaningthatthis

value is between the

two du

(1,731J

and 4du

(2,45L). Based

on the

obtained

value

concluded

that

this regression model does not occur autocorrelation

H etero s c ed a sti city T est

Table

5.

Correlations

Financial Literacy

Social Environment

Factor

Student Consumptio

n Behavior

Unstandardize d Residual Spearma Financialliteracy Correlation

n's

rho

Coefficient

Sig. (2-tailed) N

1.000

6',]

.786"- .000

6',1

_7go*'

.00(

51

-.084 .50:

61 Social Envkonment Correlation

Factor

Coefficient Sig. (2-tailed) N

.796*' .00c 61

1.0q0

67

.744-' .00(

61

-.05t .64i

61

Student

Correlatioa

Consumptron

Coefficient Behavior

Sig. (2-tailed) N

.7go*"

.00c 61

.744"

.00(

61

1.00t

6"t

.477-' .00(

61

Unstandardized Correlation

Residual

Coefficient Sig. (2-tailed) N

-.084 .502 61

-.05I

.642 6',

.477*' .00c 61

1.00c

6"j

Allen, Consumption Behavior of Economics Education Students... 252

**. Correlatior is significant at the 0.01 level (2-tailed).

In the residual column,

it

can be seen that the correlation coefficient value is a

low

or signiflcant value _[Sig. [2-tailedJJ ^each independent variable above 5Yo, meaning

that

each independentvariable has no relation

with

its residual. Thus, it can be concluded

that

there are no heteroskedasticity on multiple linear regression models obtained.

Results of

Multiple Linear

Regression

Analysis

Based on the results of multiple linear regression analysis using SPSS.1.6 software, the results obtained in the table below:

Table

6. Coeffrcientsa

a, Dependent Variabel Shrdent Consumption Behavior

Results of the table above obtained the regression equation is:

Y = ^{-3.207 +} A.672XL + 0.927 X2 + e

The multiple linear

regression equations

show that the

independent variable ffinancial literacy and social enyironment factorJ analyzed give positive influence to the

dep endent variable fstudent consumption behaviourJ.

Model

Unstan dardized Coeffr ci ents

Standardized Coefficients

t sig.

B Std. Error Beta

I

^(Constant)

Financial Literaoy Social Environment Factor

-3.?04 .62'

.92",

2.87t .132 .28(

.54t .37:

-1. 1 16 4.712 3.24i

265 00(

00;

253

Jurnal Pendidikan Bisnis dan Manajemen, Volume 3, Nomor 3, Novembsr 2017, Halaman 243

'258

The model ofthis regression equation can be explained as follows: 1]. The constant value

of

-3.207 can be

interpreted that if the

variable

of

financial

literacy

and social

environment factor,

considered

fixed or not

change,

then the behaviour of

student consumption amounted to -3.207; 2J. Financial Literacy (X1) has a regression coefficient

of

0.622,

this

means

that any

increase

in variable

financial

literacy of

one

unit will

increase the behaviour of student consumption

by

A.622 assuming another variable is flxed. The positive sign indicates

a direct

relationship between financial

literacy

and student consumption behaviour; 3]. The social environment factor ^(X2] has a regression coefficient of 0.927

,this

^{means that} any increase of social environment factor variable

of

one unit

will

increase student consumption behaviour by A.927

with

the assumption

that

another variable is fixed. A positive sign indicates a

direct

relationship between social environmental factors and student consumption behaviour.

Hypothesis

testing

Partial Test (t-test) Terms:

H0: b1, bZ = O,meaningthatvariation of independentvariable can explain the dependent variable and there is influence between the two variables tested.

Ha: b1, bZ + 0, meaning that the variation of the independent variable cannot explain the dependent variable and there is no influence between the two variables tested.

Testing is done through t-test by comparing tcalc

with

ttable at c 0, 05. If the calculation results

show:

1J.

tcount >

ttable,

then Ho is

rejected

and

Ha accepted, meaning the

variation of

independent variables can explain

the

dependent

variable

and

there

is influence between the

two

variables tested. 2J, tcount <ttabel, then Ho accepted and Ha rejected, meaning

the variation of

independent

variable cannot explain

dependent variable and there is no influence between two variables tested.

Based on

table

B,

the patrial test results [t-test]

^can be explained as

follows:

11. The calculation results obtained tcount of

4.7t2>

ttable of 1.980, then Ho is rejected and H1 accepted,

which

means

that there is an

influence

on financial literacy and

student

consumption

behaviour.

The amount of influence of financial literacy on

student consumption behaviour

is

0.544

ar

^54.4o/o (standardized CoefficientsJ

at

a significant level

of

0.000 <0.05, so

it

can be stated significant; 2]. The calculation results obtained tcount of 3.247> ttable of 1.980, then Ho is rejected and H1 accepted, which means

that

tlere is an influence on social environmental factors with student

consumption behaviour.

The

magnitude

of the influence of social environmental factors on

the consumption behaviour of students of 0.375

or

37,5o/o fStandardized CoefficientsJ at ^a significant level of 0.002 ^{<0.05, so}

it

can be stated

significant

Allen, Consumption Behavior of Economics Education Students... ²⁵⁴

Figure

2.

Influence between Variables

Simultaneous Test (F Test) Termsl

The hypothesis formula using F test is Ho:

b7,bz

= 0, Ha: b1, b2

*

0, Testing is done by F

test by comparing F [Fh)

with

Ftable _{[FtJ at =} 0, 05. If the result of the calculation shows:

1]. Fh> Ft, then Ho is rejected and Ha accepted, and 2]. Fh <Ft, then Ho accepted and Ha rejected. F test is done to know the effect simultaneously between independentvariable

with

the dependentvariable. F test results can be seen in ANOVAb table below:

Tabte ?. ANOV,{'b

Model Sum ofSquares df Mean Squ*re F sie.

1

^Regression

Residual Total

1797.308 469.259 2266.567

2

u

66

898.654 7 332

122 563 .000'

a. PredicLors: [Constant), Faktor Lingkungan ^Sosial, Literasi Finansial b, Dependent Variabelr Perilaku Konsumsi Mahasiswa

The results

of

table

2 of

ANOVAb shows

that

Fcount value t122,563)> ^Ftable {2.44) ^{and Sig value} of research (0.00OaJ <value of significant Ievel [0.05]. This ^means

that the

alternative hypothesis ^(Ha

I

^H1J

^is

accepted and

the null

hypothesis _[HoJ is rejected, so

it

can be concluded that the estimated regression model is feasible,

with

the statement

that the financial literacy variable and the social environmental

^factors simultaneously

significantly

influence

the

consumption

behavior of the

students

of

Economic Education Faculty of Economics, Manado State University.

Co

ffi

^{ci ent of D} etermination

The coefficient of determination in this study aims to explain the influence of independent

variables fioyalty,

competence,

and work environment] to the

dependent variable

[employee performanceJ simultaneously. To know the amount of

contribution simultaneously, based on Adjusted ^R Square value in the summary model table below:

PyXl:O.544

Y

(Student Consumption Behavior)

255

^Jurnal Pendidikan Bisnis dan Manaj66en, Volurue 3, Nomor 3, November 2017, Halaman 243 - 258

Table

8.

Model of Summar5P

Mode

R R Square

Adjusted R Square

Std. Error of

the Estimate

Change Statistics R Square

Change F Change dfl ^dfz

Sig. F Change

I .890', .793 .78( 2.7078( .792 t22.563 6t .00(

a. Predictors: (ConstantJ, Faktor Lingkungan Sosial, Literasi Finansial b. Dependent Variabel: Perilaku Konsumsi Mahasiswa

Based on Summary Model table, the Adjusted R-Square value is 0.786. This shows

that the proportion of

influence

of

financial

literacy

variable and social environment factor

to

student consumption behaviour variable

is

78.60/o. This means

that

financial

literacy

and social environmental factors simultaneously have

a

significant effect on consumption behaviour

of

Economics Faculty

of

Economics students

of

Manado State University by ^78.60/o

while

Zt.4i/a (100% - 78.60/o') is influenced by other variables

that

are not in this multiple linear regression models.

The influence offrnancial literacy and social enviranmentfactors on consumption behaviour The research findings prove

that the

financial

literacy

and social environment

factors simultaneously have a significant and positive influence on

consumption behaviour of the students of Economics Education Faculty of Economics, Manado State University. This is indicated by

the

^Fcount Value

{l??,563)>

^Ftable {2.44) ^and

the

Sig

value of the

research [0.000aJ <significant

level value [0.05]. This

^means

that

the estimated regression model is feasible,

with

a simultaneous contribution of 83.5%. This is

in

accordance

with

the opinion of Lusardi & Mitchell _[2010J, Chen and Volpe (2A07), Kotler and Keller _[2006J, Inderjeet Sethi and AS Chawla t2014), ^Nayeem, Tahmid _{TALZ) influenced by factors

in this

research. Empirical results describe

that

financial literacy and social factors give

a real conffibution to

consumer consumption behaviour. This means that

with

consideration of the opinion empirically proves that the higher the value obtained by the

two

independent variables,

will

also increase the value of consumption behaviour of studenB Economics Education Faculty of Economics, the State University

of

Manado in behaving.

The influence of ftnancial ^literacy on consumption behaviour

The findings of

the

study prove

that the

financial literacy has a signiflcant and positive effect on consumption behaviour of Economics Faculty of Economics students

of

Manado State Universily. This is indicated by

tcount

of 4,712> ttable

of

1980,

with

the influence of financial literacy on student consumption behaviour of 0.544

or

^54.4o/o

ata significant level of 0.000

^<0.05,

so it

^can

be stated significant The results are

in accordance

with

the opinion of Lusardi & Mitchell (2010J, Chen and Volpe [2002], Lutfi

& Iramani _[2008J, which revealed

thatthe

economic and financial concept of knowledge gives positive value

to

consumer behaviour in taking a stunt to shop or buy. This means

that the higher the value of financial literary will also

increase

the

consumption behaviour of studenB Economics Education Faculty of Economics, the State University

of

Manado in considering the behaviour

The influence of social environmental factars on cansumptian behaviour

,Allen,

Cansumption Behavior of Economics Education Students...

The findings of the study prove that the social environment has a significant and

positive impact on the

consumption

behaviour of

students

of

Economics Education Faculty of Economics, State University of Manado. This is indicated by

t

count of 3.247>

ttable of 1.980, with the magnitude of social environmental impact on

student consumption behaviour of 0.375

ar

^37.So/a at a significant level of 0.002 <0.05, so

it

can be stated

signiflcant

The resulG are

in

accordance

with the

opinion

of

Lamb (20011,

Kotler and Keller (2009], which

revealed

that social environmental

factors have a

significant effect on the consumption behaviour of individuals or

communities in spending

their

income, This means that the higher the value of the social environment

will

also increase the consumption behaviour of students Economics Education Faculty of Economics, State University of Manado.

CONCTUSION AND SUGGESTION Conclusion

Based on the results of the analysis and discussion, the conclusions of this study

are

as

follows:

Financial

Literacy and

social

environmental

factors

together

have ^a

relationship,

influence,

and contribute positively to the

consumption

behaviour of students

Economics Education

Faculty of

Economics,

State University of

Manado.

Financial

Literacy has an influence and contributes positively to the

consumption behaviour

of

students Economics Education Faculty

of

Economics, State University

of

Manado. Soclal environmental factors have an influence and contribute positively to tJle consumption behaviour of students of Economic Education Faculty of Economics, State University of Manado. Based on the findings of this studyhave the followingimplications:

Both exogenous variables have

the ability to

explain student consumption behaviour.

This suggests that financial literacy and social environmental factors can provide value

to students and

consumers

in ^general in behaving in

consumption. Consumption behaviour is a series of activities in the

form

of actions and decision-making process

of

consumption activities. The

two

variables

that

explain consumption behaviour have

provided

changes

for

studenB

in behaving

so

that both

understanding knowledge

in

managing finances, social life can be considered in the concept of consumer behaviour.

Suggestion

Based on the results of this study, some recommendations for future research, namely: This study

still

focuses on students who are heterogeneous in a social

environment as

well

^as knowledge. So to generalize

ina

social and cultural environment of society, in general; is still too early. There are ^a number of variahles that have

not

been included in this study, especially psychological and physiological factors, as well as cultures that are believed to have ^a strong influence on student consumption behaviour.

In collecting data through questionnaire and quantitative approach in analyzing

it

is believed

still

not able to answer the problem of this research. For that matter,

it

is necessary to do research

with

^a qualitative approach.

256

257

^Jurnal Pendidikan Bisnis dan Manajemerl Volume 3, Nomor 3, Novembsr 2017, Halaman 243 - 258

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